Introduction and Implementation of Early Clinical Exposure in Undergraduate Medical Training to Enhance Learning

Gupta, Kapil; Gill, Gurpreet Singh; Mahajan, Rajiv

doi:10.4103/ijabmr.ijabmr_270_20

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…Half of the participants reported having an unsatisfactory experience, while none reported that ECE improved their motivation to perform well academically. This result is inconsistent with previous studies [ 19 , 20 , 23 , 27 , 29 ]. Since there are few studies exploring the impact of ECE on professionalism, it is hard to compare this finding.…”

Section: Discussioncontrasting

confidence: 99%

“…Since medical knowledge and professionalism are too intertwined to be learned in isolation [ 17 ], recent studies have shown that certain clinical practices have already been integrated into the early stages of medical education throughout the world [ 1 , 16 , 19 – 29 ]. While the term used to narrowly refer to formal clinical experiences early in medical school, ECE is based on a broad definition that includes community contact [ 30 , 31 ] and early student-patient contact [ 32 – 38 ], as well as early clinical exposure [ 19 , 20 , 23 , 29 ]. Reviews of ECE curricula have found that early exposures could consist of supervised clinical placements and sometimes direct exposure to patients, their families, and the community [ 31 , 39 ].…”

Section: Introductionmentioning

confidence: 99%

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Impacts of early clinical exposure on undergraduate student professionalism—a qualitative study

et al. 2022

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Introduction Early clinical exposure (ECE), or authentic human contact in a social or clinical context during preclinical training, has been adopted by many medical schools. This study aims to investigate how medical students’ sense of professionalism changed after ECE intervention, with the aim of informing curriculum design to enhance student awareness of the importance of medical professionalism. Method Focus groups of ECE students were held to collect data for the study. All participants read interview guidelines before starting. During the focus groups, the students discussed their medical obligations as perceived throughout the course, which offered a choice between four different ECE tracks. They were then asked to report their understanding of the situations they encountered during the course and reflect on their implications. Results Six focus groups of 22 students in total from a medical school in northern Taiwan were held shortly after the students completed an ECE course in September 2019. From their responses, 10 categories relating to medical professionalism were deduced categorized under 5 major dimensions. An additional 8 sub-dimensions on attitudes and 2 sub-dimensions on personal well-being were also identified as new categories separate from but related to medical professionalism. After the ECE intervention, about 59% of participants redefined their understanding of medical professionalism. Conclusion ECE and intensive interaction with key stakeholders, including patients and their families, help students in the early stages of medical education form and cultivate a sense of medical professionalism. However, the relationship between participants’ personalities, motivations, and clinical activities requires further investigation.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impacts of early clinical exposure on undergraduate student professionalism—a qualitative study

et al. 2022

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“…Some researchers have found early clinical exposures make medical education better comprehendible by the students [8,9]. Gupta K et al also found ECE to be more e cacious learning tool which resulted, improvement in knowledge, retention, attention, and motivation [10]. Researchers found that students feel ECE provides clinical context and classroom knowledge when accompanied by clinical exposure helped in better application of practical physiology [11,12].…”

Section: Discussionmentioning

confidence: 99%

Role Of Early Clinical Exposure in First Year Medical Education When Combined with Conventional Didactic Teaching.

Behera,

Sahoo

2024

Preprint

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Introduction: As per the Competency Based medical education, “early clinical exposure” (ECE) is included to increase the understanding and concept building in the first phase of Medical Education. ECE does not replace the basic sciences and conventional teaching but enriches and contextualizes that learning. Aims: To assess the importance of early Clinical Exposure in the first MBBS medical training when done along with he didactic lectures. Methodology: Didactic lecture on a topic in Electrocardiogram (ECG) was taken followed by Early Clinical Exposure (ECE) for the same topic was conducted in the hospital setting on real patients was conducted. Institutional Ethical Committee approval was taken, and students were included in study after duly signing the consent letter. Results: The students returned a filled questionnaire after didactic lecture and the same students after an added session of Early Clinical Exposure. The students here acted as their own control. Paired t test and Wilcoxin test were done, which found the results to be highly significant (p<0.001). Conclusion: ECE was perceived as very satisfactory by the students, and it helped in improvement of building concept, clarity in the usefulness of classroom and theoretical teaching. In the long run this will also spike their interest in the subject. Early clinical exposure might prove to be instrumental in bridging the gap between the theory and practice from the beginning of the medical education, if executed properly.

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“… 11–14 Other researchers have administered a new competency-informed medical course, which showed improved participant knowledge when comparing pre- and post-test results, but without change to the overall medical curriculum to CBME. 15 , 16 There were studies that interviewed medical students to determine important aspects of CBME implementation. 17 , 18 However, these studies were conducted with the aim of CBME curriculum development, rather than post-implementation program evaluation.…”

Section: Introductionmentioning

confidence: 99%

Exploring Perceptions of Competency-Based Medical Education in Undergraduate Medical Students and Faculty: A Program Evaluation

Li¹,

Wilson²,

Davidson³

et al. 2023

AMEP

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Background There is limited work exploring competency-based medical education (CBME) in undergraduate medical education. We aimed to assess medical students’ and faculty’s perception of CBME in the undergraduate medicine setting after its implementation at our institution through a Content, Input, Process, Product (CIPP) program evaluation model. Methods We explored the rationale for the transition to a CBME curriculum (Content), the changes to the curriculum and the teams involved in the transition (Input), medical students’ and faculty’s perception of the current CBME curriculum (Process), and benefits and challenges of implementing undergraduate CBME (Product). A cross-sectional online survey was delivered over 8-weeks in October 2021 to medical students and faculty as part of the Process and Product evaluation. Results Medical students displayed greater optimism towards CBME, compared to faculty, in terms of its role in medical education (p<0.05). Faculty were less certain about how CBME was currently implemented (p<0.05), as well as how feedback to students should be delivered (p<0.05). Students and faculty agreed on perceived benefits to CBME implementation. Faculty time commitment to teaching and logistical concerns were reported as perceived challenges. Conclusion Education leaders must prioritize faculty engagement and continued professional development of faculty to facilitate the transition. This program evaluation identified strategies to aid the transition to CBME in the undergraduate setting.

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Introduction and Implementation of Early Clinical Exposure in Undergraduate Medical Training to Enhance Learning

Cited by 9 publications

References 8 publications

Impacts of early clinical exposure on undergraduate student professionalism—a qualitative study

Impacts of early clinical exposure on undergraduate student professionalism—a qualitative study

Role Of Early Clinical Exposure in First Year Medical Education When Combined with Conventional Didactic Teaching.

Exploring Perceptions of Competency-Based Medical Education in Undergraduate Medical Students and Faculty: A Program Evaluation

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